Talented and Gifted Program Action Plan

wwwacpsk12vaus Every Student Succeeds

Talented and Gifted Program Action Plan

October 12, 2017

Terri H Mozingo, EdD

Chief Academic Officer Donna Brearley

Talented and Gifted Program Coordinator

wwwacpsk12vaus Every Student Succeeds wwwacpsk12vaus 2

Research Questions 1. To what extent is the TAG program being implemented according to

its stated goals and objectives?

2. To what extent is the program progressing in its attempt to identify underrepresented groups for the program?

3. To what extent is the written, taught, and assessed curriculum sufficiently rigorous and differentiated for TAG-identified students?

4. To what extent is the program beneficial for students participating in it?

5. To what extent is the program perceived to be effective by relevant stakeholders?

6. To what extent is the program aligned with best practices in the field of gifted education?

7. What are the strengths and areas for improvement in the program? What are recommendations for improvement in this area?


Research Question 1 (Stated Goals and Outcomes)

Recommendations

1. Develop K-3 General Intellectual Aptitude (GIA)

Curriculum

2. Expand the Young Scholars Program

3. Revamp middle school TAG

4. Assess TAG student growth annually

5. Appoint coordinators for K-3 and high school

6. Target professional development related to TAG

differentiation strategies


Research Question 1 (Stated Goals and Outcomes)

Action Steps

1. Develop new curriculum options using research-based curriculum in Canvas for grades K-3

2. Consider adding another TAG level of curriculum in SOL-tested areas

3. Report on TAG student achievement growth in an annual report to the ACPS School Board

4. Continue to offer gifted endorsement coursework

5. Utilize an existing TAG position to support the K-3 program development and implementation


Research Question #2 (Addressing Underrepresented Groups)

Recommendations 1. Improve strategies and modify processes for the

identification of students from underrepresented groups

2. Incorporate research-based checklist items that focus on learning characteristics of students from underrepresented groups

3. Train teachers and building administrators annually on the general and specific aptitude characteristics of gifted learners

4. Develop tailored program emphases for identified students from underrepresented groups


Research Question #2 (Addressing Underrepresented Groups)

Action Steps 1. Expand TAG identification for students with intellectual/cognitive proficiency

that may not be captured by traditional aptitude testing models (i.e. Naglieri NonVerbal Ability Test and Cognitive Abilities Test)

2. Expand access to the Young Scholars program to K-3 elementary students in all elementary school sites

3. Revise existing characteristics rating scales to include learning characteristics of students from underrepresented groups

4. Expand the availability of academic preparation options to enhance students’ access to and success in Advanced Placement and Dual Enrollment (ie, AP Boot Camp)

5. Integration of AVID-supported strategies into SOL content courses beyond the AVID elective classroom resulting in AVID Schoolwide


Research Question #3 (Rigor of TAG Curriculum)

Recommendations

1. Revise TAG and honors course curricula using research-based curriculum to include heightened emphasis upon rigor and engagement

2. Select advanced text materials and/or resources

3. Design revised Differentiated Education Plan (DEP) format and guidelines

4. Ensure that teachers of gifted learners possess a skill set of best practices in differentiation


Research Question #3 (Rigor of the TAG Curriculum)

Action Steps 1. As part of the Canvas curriculum revision process, enhance TAG-

designated and honors courses (eg, Socratic seminars, debates, simulations, problem-based learning scenarios, projects)

2. Purchase high Lexile level texts to comprise an enhanced canon of fiction and non-fiction literature for TAG-identified learners

3. Use an expanded and updated DEP format, including exploration of potential use of electronic student work products and portfolios

4. Continue to offer professional development workshops (including TAG Certification) related to differentiation strategies for TAG students


Research Question #4 (Benefits to Participating Students)

Recommendations

1. Continue to monitor the performance of TAG students

2. Collect off-level performance data on TAG student performance at all levels prior to AP

3. Develop/revise curriculum guides incorporating research-based curriculum in all grades and content areas for TAG learners

4. Provide professional development on strategies and learning assessments for the gifted

5. Design K-12 scope and sequence guides for program articulation


Research Question #4 (Benefits to Participating Students)

Action Plan

1. Expand the disaggregation of data to include TAG-identified students

2. Use data to identify areas of underachievement and/or underperformance among TAG learners—including early intervention in such areas as reading comprehension, writing performance, mathematical problem solving, and scientific reasoning and inquiry

3. Integrate TAG-specific strategies, recommendations, and project-based learning suggestions aligned with each of the updated curriculum units in Canvas, including an enhanced TAG scope and sequence

4. Expand the availability of professional development options leading to gifted endorsement as well as teachers’ use of TAG strategies for differentiation


Research Question #5 (Stakeholder Perceptions)

Recommendations 1. Overall satisfaction with the program varied, based on stakeholder group and

program type

2. Parents across levels found TAG Program challenging; teachers/administrators perceived it as less challenging

3. Elementary parents were positive about the TAG 4-5 program; secondary parents perceived limited opportunities in counseling; middle school parents perceived a lack of TAG programming

4. Students had strong positive reactions to program benefits, citing critical thinking and challenging work as strongest benefits

5. Changing the identification process to include more students from underrepresented groups and improving the middle school program were universal perceptions

•


Research Question #5 (Stakeholder Perceptions)

Action Steps 1. Expand and enhance opportunities for TAG groupings at the middle school

level aligned with counseling services and Honors course offerings

2. Continue to emphasize higher-level questions, project-based learning, and discourse strategies

3. Begin the TAG improvement process via a comprehensive review and updating of the curriculum at the middle school level in English, mathematics, science, and social studies

4. Expand efforts to identify more students from underrepresented groups throughout secondary school and provide appropriate support services to ensure success


Research Question #6 (Alignment with National Standards)

Recommendations

1. Ongoing professional development for building administrators

2. Tailored professional development for central program leadership and curriculum specialists

3. Strengthen communication about existing counseling supports and resources

4. Personalize TAG student services through improved DEP implementation


Research Question #6 (Alignment with National Standards)

Action Steps 1. Integrate strategies and contemporary issues related to TAG

identification and the teaching-learning process in principal and assistant principal workshops and monthly meetings

2. Provide cross-level workshops and other professional development opportunities to support school-based and central office staff in addressing the needs of TAG students

3. Develop opportunities for partnership initiatives involving the Department of Curriculum and Instruction and Student Services to address the counseling recommendations and implications of the TAG evaluation report

4. Refine and enhance the DEP format and implementation process, including renewed emphasis upon the DEP as a key component of TAG students’ progress monitoring process


Research Question #7 (Other Recommendations)

Recommendations

1. Design strategies to gain building administrative support

2. Institute community outreach procedures

3. Develop parent education programs

4. Design a curriculum scope and sequence framework K-12

5. Expand the website


Research Question #7 (Other Recommendations)

Action Steps 1. Enhance administrators’ understanding and skills in addressing

the needs of TAG students and their teachers

2. Expand the availability of community and parent education and outreach opportunities, including a major focus upon TAG identification and service delivery for underrepresented student populations

3. Expand the availability of TAG resources posted on the Canvas curriculum platform

4. Continue to articulate expected outcomes for TAG students within the context of the ACPs curriculum


Local Plan Revision 2017-18 Develop revised 5–year Local Plan based on evaluation findings

Incorporate input and feedback from various stakeholder groups

Seek School Board approval in May 2018

Curriculum Projects

– Develop TAG curriculum on Canvas to ensure differentiation strategies and rigorous multicultural text selections for gifted students K-12 are evident

– Develop K-3 GIA curriculum using research-based curriculum developed for gifted students

– Explore the development of an Advanced Humanities and STEM course sequence for middle school

– Develop performance-based assessments to monitor and report gifted student growth

– Work with student services to ensure counseling services are tailored to include the social-emotional and career needs of gifted learners.

Personnel

– Identify personnel to assist with the K-3 curriculum and service model implementation


Local Plan Revision • Identification

– Create new identification tools such as revised characteristics checklist, work sample/ tasks and portfolio processes to be more inclusive of underrepresented groups

– Expand the Young Scholars Program to other elementary schools

– Explore a universal screening process or tool for rising 6th grade students

• Professional Development – Design and conduct required training for administrators, teachers and other staff on

gifted program components including assessments

– Continue to provide opportunities for gifted endorsement and other forms of gifted teaching preparation

• Communication – Continue to build support and advocacy through improved community outreach

– Develop parent education programs

– Expand website information and explore other ways to disseminate information to a wide audience


Implementation Timeline S

Y 1

8

Y

r 1

•Revise ELA curriculum grades 4-8 to provide more rigorous text selections and differentiation strategies

• Revise K-3 services – add Coordinator and develop curriculum

•Expand Young Scholars

•Revise identification to include strategies for the inclusion of more underrepresented populations

•Design assessment system to monitor and report annually growth of gifted learners

•Expand required professional development to include K-3 teachers, counselors, parents and administrators

•Create new documents for communication to all stakeholders

•Organize task forces of teachers at each level to collaborate on new curriculum materials and DEP design

SY

19

Yr

2

•Develop K-12 curriculum framework and scope and sequence

•Review and adopt research-based curriculum

•Revise curriculum on Canvas to include learning plans

•Revise DEPs to include goals, outcomes and assessments

•Develop middle school opportunities to provide for accelerated Humanities and STEM courses or electives

•Develop grade 6 whole grade screening

•Provide professional development on new DEP design, new curricula

•Review existing framework for college-career planning

•Pilot assessment system

SY

20

Yr

3

•Create program handbook

•Report annual growth of gifted students

•Implement new middle school coursework.

•Strengthen communication regarding counseling services provided to meet the needs of gifted learners

wwwacpsk12vaus Every Student Succeeds Interim Superintendent School Board

Ramee A Gentry, Chair Ronnie Campbell William E Campbell Hal E Cardwell Karen A Graf

Christopher J Lewis Margaret Lorber Veronica Nolan Cindy Anderson, Vice Chair

Dr Lois F Berlin

20

Questions and Discussion

Talented and Gifted Program Action Plan

Documents

Transcript of Talented and Gifted Program Action Plan